Bimbadeen Heights Primary School is committed to providing high quality education and an environment for learning where each child is valued and encouraged to reach their full potential intellectually, socially and personally.
The Bimbadeen Heights Primary School vision describes the aspirations of our school community and is to prepare our students to develop the knowledge and skills that will help them become life-long learners who are successful and happy individuals who participate fully in and contribute to our community and the world around us.
Our core values reflect the belief that an effective school is one that embeds student safety and wellbeing throughout all school practices. The focus on developing positive, supportive relationships between all members of the school community is a key component in our teaching of these values. Our school values are:
These core values are supported by the School Wide Positive Behaviour Support Framework and the Respectful Relationships program.
We encourage and enjoy family participation in all aspects of school life to foster a positive partnership in learning. The excellence of our reputation is built largely on the quality of the relationships we have built between all stakeholders and our warm and welcoming atmosphere is often commented on.
Bimbadeen Heights Primary School is located in the suburb of Mooroolbark, within the North-Eastern Victoria Region, Outer Eastern Melbourne Area. The school shares close links with neighbouring primary and secondary schools within the Lilydale District Network.
In 2021, the school has an enrolment of 492 students (274 female and 218 male) with 6 percent of students classified as EAL (English as an Additional Language), 82 students identified as socially disadvantaged, 10 students funded under the program for students with disabilities, and 5 students from Aboriginal and Torres Strait Islander backgrounds. The school’s overall socio-economic profile reflects a Student Family Occupation and Education (SFOE) index of 0.3040 places the school in the ‘low-medium’ range for overall socio-economic profile. The school’s overall socio-economic profile shows an increasing trend over the past 5 years, with overall lower levels of social-economic disadvantage.
The school facilities include 16 permanent and 10 portable classrooms, an art room, Chinese room, music room, two instrumental music rooms, a canteen and library. The school’s hall is used during school hours for assemblies, incursions and specialist physical education classes and outside hours for local sporting groups and associations through established school council hire agreements. An accredited out of school hours care program operates from a large additional portable building. The school grounds include multiple surfaced playing areas as well as a large grassed oval, running track and three playgrounds for student recreational and sporting activities.
Bimbadeen Heights Primary School is a dynamic learning environment where teachers work in teams, to deliver a guaranteed and viable curriculum utilising evidence-based best practices to ensure every student’s individual learning needs are met. Our Instructional Model is based on the Gradual Release of Responsibility approach to teaching and learning. Our school provides safe, orderly and structured learning environments for our students where we cater for the different learning styles and needs of each child.
The school curriculum reflected the Victorian Curriculum framework, with specialist programs offered in Music, Physical Education, Art and L.O.T.E (Chinese Mandarin). We maximise the learning potential of students through a differentiated approach to teaching and learning and the addition of extension, support and a range of extra-curricular programs, catering for the full range of individual differences.
Our school is committed to meeting the current and future needs of our students by developing knowledge, skills and resilience to be successful global citizens. Information technology is well-resourced and incorporated across the curriculum to help broaden and deepen student learning.
The 2021, our school staffing profile comprised 32 teachers, including part-time and full-time classroom and specialist teachers, one leading teacher, two Learning Specialists, a Principal and an Assistant Principal. Educational Support Staff members included three administration staff, one teacher support staff member and six integration aides.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricular activities.
The role of classroom teacher may include but is not limited to:
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.